NePF (Nevada Education Framework) Unpacking the standards

Warm up Describe the last time you learned something new- -What did you learn? -How did you learn it? -How/Why did you remember what you learned? Ask teachers to describe, in writing, the last time they learned something new. Give 5 minutes to write – 3 minutes to share (3 share)

Today’s Learning Objective I will be able to show evidence of NEPF, Standard 1 in my lessons. This is important because activating students prior knowledge and helping them to make connections with a clear and relevant purpose is the first step in successful student learning. You will accomplish today’s task by working within your team, identifying evidence of Standard 1within current lessons/plans. Presenter will read the learning objective to participants. 1 minute

Standard 1: New Learning is connected to prior learning and experience Directly relates to components of an effective lesson Introduction Warm up Closure Presenter will review slide. 1 minute

Indicator 1 The teacher activates all students’ initial understandings of new concepts and skills- Examples of Strategies: KWL CLOZE Procedures Brainstorming Anticipation Guide Presenter will review slide. 1 minute

YOUR TURN In your groups, using your lesson plans/unit plans, identify how you and your team are activating prior knowledge. If necessary, input a strategy as needed into plans. Complete School-Level Assessment Form using the evidence of Indicator 1 you have identified with your team. Presenter will explain to groups that they have 10 minutes to complete information for Indicator 1. Presenter will time groups and give 2 minute/1 minute time warnings

Indicator 2 Teacher makes connections explicit between previous learning and new concepts and skills for all students. The anticipatory set – the teacher’s hook to capture student interest and connect prior knowledge to the new learning of the lesson Presenter will review slide. 1 minute

YOUR TURN In your groups, using your lesson plans/unit plans, identify how you and your team are making connections explicit between previous learning and new concepts and skills for students. If necessary, input a strategy as needed into plans. Complete School-Level Assessment Form using the evidence of Indicator 2 you have identified with your team. Presenter will explain to groups that they have 10 minutes to complete information for Indicator 1. Presenter will time groups and give 2 minute/1 minute time warnings

Indicator 3 Teacher makes clear the purpose and relevance of new learning for all students. Presenter will review slide. 1 minute

YOUR TURN In your groups, using your lesson plans/unit plans, identify how you and your team makes clear the purpose and relevance of new learning for all students. If necessary, input a strategy as needed into plans. Complete School-Level Assessment Form using the evidence of Indicator 3 you have identified with your team. Presenter will explain to groups that they have 10 minutes to complete information for Indicator 1. Presenter will time groups and give 2 minute/1 minute time warnings

Indicator 4 Teacher provides all students opportunities to build on or challenge initial understandings. -Differentiated Practice…How does this look in your classroom? Presenter will review slide. 1 minute

YOUR TURN In your groups, using your lesson plans/unit plans, identify how you and your team provides all students opportunities to build and or challenge initial understandings. If necessary, input a strategy as needed into plans. Complete School-Level Assessment Form using the evidence of Indicator 4 you have identified with your team. Presenter will explain to groups that they have 10 minutes to complete information for Indicator 1. Presenter will time groups and give 2 minute/1 minute time warnings

Closure On the sticky note provided- Write down 3 things you learned, 2 Questions you still have, and 1 thing you will implement in your class immediately from this lesson. Leave sticky note on desk Thank you for your time today!! Presenter will review slide. 1 minute